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PGD-SEI: EDUSEI3- Inspection-Professional Skills, attributes and community collaboration

Course Description

This course will explore the professional attributes and skills which school inspectors should possess, by looking at a variety of aspects of the school inspector’s duties and responsibilities. The course is designed to guide students towards demonstrating a deep understanding of the ways in which professional attributes are instrumental to the work of a school inspector, including the ways in which school inspections can affect schools. A variety of elements of school inspections will be analyzed, for example the critical importance of the relationship between an inspection team and the school leadership, but other relationships as well including those between inspectors, teachers and other stakeholders are also critically evaluated. A wide range of contexts are explored as a backdrop to these analyses in order to provide students with a broad spectrum of school inspection scenarios in which to place their own contexts and experiences. The importance of recognizing, and addressing, the effects which school inspections can have on their stakeholders, is emphasized as well as practical strategies for alleviating or minimizing negative effects. Students will have opportunities and autonomy to communicate comprehensive views which affect school microsocieties and inter-relationships through the lens of school inspections.


Ofsted and School Improvement: teachers' perceptions of the inspection process in schools facing challenging circumstances. C Chapman - School leadership & management, 2002 - Taylor & Francis

Behnke, K., & Steins, G. (2017).Principals’ reactions to feedback received by school inspection: A longitudinal study.

Matthews, & Sammons (2004). Improvement through Inspection.

Ehren, & Visscher, (2006). The relationships between school inspections, school characteristics and school improvement

Chapman (2002). Ofsted and School Improvement: Teachers' perceptions of the inspection process in schools facing challenging circumstances.

Selected ADEC Irtiqaa School Reports

Leeuw (2002). Reciprocity and educational evaluations by European inspectorates: assumptions and reality checks.

Lindgren, Hult, Segerholm, & Rönnberg (2012). Mediating school inspection: key dimensions and keywords in agency text production 2003–2010.

Penninckx, Vanhoof, De Maeyer, & Van Petegem (2016). Enquiry into the side effects of school inspection in a ‘low-stakes’ inspection context

Jerald (2012). On her Majesty’s School Inspection Services

Dedering, K., & Müller, S. (2011). School improvements through inspections? First empirical insights from Germany

Ball, S. J. (2003). The teacher's soul and the terrors of performativity.

Penninckx, Vanhoof, De Maeyer, & Van Petegem, P. (2016). Explaining effects and side effects of school inspections: a path analysis

Evans, J., Castle, F., Cooper, D., Glatter, R., & Woods, P. A. (2005). Collaboration: the big new idea for school improvement?

Ehren, M. C., & Visscher, A. J. (2006). Towards a theory on the impact of school inspections.

Chapman, C. and Harris, A. (2004). Improving schools in difficult and challenging contexts: strategies for improvement.